Process

The process of designing a computer program uses the TEKS Process Standards.

Problem solvers need to understand their answer [OUTPUT] is dependent on the data (usually numbers) that are in the problem [INPUT]. But the way the problem is solved [PROCESS] can be the same. They need to explain the process they used in solving the problem, justify their answer [FEEDBACK], and make up examples with different input but the same goal.

These are mathematical ideas being expressed and communicated through a computer program.

Input: Ask students the goal of the maze. Ask what commands they use in the puzzle.Process: Design an example by walking with body or fingers. Say or write the steps to solve the puzzle.Output: Code the program and click run.Feedback: Were you successful? If not, debug the code by studying the location of the Angry Bird and where it should have gone. When successful explain how the puzzle was solved.

ARTISTInput: Ask students what they want to draw. Ask what commands the artist can use.Process: Draw an example on paper. Say or write the sequence of steps to draw the art.Output: Code the program and click run.Feedback: Did you draw the correct object? Do you like what you drew? Can you improve the art? Can you draw the same shape, but make it larger or smaller? Explain how you designed and created your art.

MATH PROBLEMS

Use the same 4 step process when students are solving a math problem.

Make connections to the puzzles or artist to reinforce the steps.

Teachers should create/assign sets of math problems that can be solved using the same process so students see the pattern involved.

Math students would benefit from studying computer science because it helps them see a systematic approach to designing and testing a potential solution.